This is when the writers goal is to convince or persuade the reader. It is important for the writer to build a strong argument, establish the facts, and lay out their reasoning. The writer will generally consider opposing arguments and conclude with their final argument.
The following is an example of a persuasive mentor text.
Digital Literacy: Necessary in Elementary Instruction
“Welcome to the second decade of the 21st century, where information has been globalized, digitized, and sped up to move at the speed of thought, (Morrell, 2012).” Like it our not, our economy is becoming globalized and technology is advancing rapidly. Society shares a growing dependence on technology and therefore the skill of digital literacy is necessary. As defined by the American Library Association, “Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” With the growing prevalence digital information students must be able to access, interpret, and use this platform. Additionally, digital literacy aids in instruction allowing a teacher to more flexibly differentiate instruction and provides incentive and motivation for students. Some people argue that digital literacy should not be addressed in schools with the prevalence of potential danger on the Internet. However, teaching digital literacy in schools give teachers a platform to model, scaffold and educate on Internet safety and etiquette. Ultimately, the use of technology and digital literacy should play a predominate role in education.
Students need to be constantly developing and honing their evaluative and critical digital literacy skills. These experiences help them acquire the understanding necessary to function in our changing society. “Our students are not spending enough time in school learning how to evaluate those things we want them to critically judge for the rest of their lives-newscasts, Web sites, print ads, commercials, allot propositions, and politicians (Gallagher, 2011).” Gallagher suggests these skills must be developed and in turn students will transfer these skills and begin to make comparisons in the literature that they are reading in academic areas. Working with technology and developing digital literacy skills is, “sharpening student’s abilities to evaluate and judge, (Gallagher, 2011).” When students have developed these kills they are able to look at their surroundings with a critical lese and actively participle in the digital world.
Implementing a curriculum that includes digital literacy skills can aid in instruction. When digital literacy skills are intentionally taught and then developed and enhanced through meaningful projects, students become motivated and engaged. We know, “when people write about something they lean it better,” and the importance of writing for a real audience, (Tompkins, 2012). Why not have students create and publish work in a digital format? A strong literacy curriculum will include multiple opportunities to work with technology and develop digital literacy skills. “The Internet has created a completely new way for students to correspond with people around the world, (Tompkins, 2012).” The growing globalization of our world presents opportunities and connections like never before. It is important for the education system to take advantage of these opportunities and enhance learning. Also, reluctant or challenged students may find this platform a more appropriate way to express themselves. Digital literacy skills not only enhance curriculum it can motivate and inspire students.
Some people argue that the Internet is a dangerous place and students can get into trouble. They are concerned students might access inappropriate material, be subject to predators, or expose too much personal information. Although these are valid concerns, students will certainty at some point be exposed to technology during their youth, it is important to equip them with the experience and tools to properly navigate the sea of technology. It is true that the digitalization of our society presents some challenges, but if we actively address these potential hazards, we can help prevent the chance of trouble.
Appropriate digital literacy curriculums offer teachers the opportunity to monitor their students’ online activity and teach them how to stay safe on the Internet. Digital literacy education not only teaches students how to navigate and interpret technology, it also teaches etiquette. Tompkins suggests, “With instruction and practice students will become responsible netizens (a blend of internet and citizens) (Tompkins, 2012).” Students can become members of the digital literacy community. The teacher can scaffold experiences to prepare students at each stage of their development. In exchange, students will learn to become respectful participants of the digital world. They will understand proper and kind behaviors in discussion groups, social media, etc. They will demonstrate grammatical correctness when appropriate but be able to access emojicons and cyber shorthand (ttyl, lol, brb). Students will gain the ability navigate and evaluate the digital world for a multitude of reasons. “Because doing so enables them to develop the critical lenses necessary to navigate their consumer-driven culture, a facet of American life that isn’t going away anytime soon, (Gallagher, 2011).” Students are growing up in a technology driven society, it is important to prepare them to safely and effectively use digital literacy skills.
Digital literacy is not only important in elementary education it is necessary. Living in a digital age, students must be able to access and evaluate the digital world. These skills can also be applied to academic and life subject areas. Engaging in the meaningful use of technology can encourage a student to accomplish greater tasks. They can also be used to help a teacher differentiate and assess learning of many students at once. Although there are safety concerns with allowing students access to the Internet, with proper scaffolding and monitoring the value will outweigh the risk. It is extremely important to teach students the skills necessary to negotiate the digital world. The more appropriate experiences a student has, the stronger the digital literacy skills they will develop.
Gallagher, K. (2011) Write Like This: Teaching Real World Writing Through Modeling & Mentor Texts. Portland, ME: Stenhouse Publishers
Morrell, Ernest. “21st-Century Literacies, Critical Media Pedagogies, and Language Arts.” The Reading Teacher 66.4 (2012): 300-302. Print.
Tompkins, G. (2012) Teaching Writing: Balancing Process and Product (6th Ed.) Boston, MA: Allyn & Bacon
The following is an example of an argument mentor text
Say No To Zero Tolerance Policies in Schools
With growing concerns about the safety in schools, many administrators have turned to the use of zero tolerance policies. Zero tolerance policies in schools are not an effective procedure in the effort to prevent school violence and to build school climate. Implementation of zero tolerance can be inconsistent and unpredictable, policies can be restrictive placing improper punishment on students, and there is no evidence to support the success of zero tolerance policies. Zero tolerance policies may even be counterproductive to the reduction of violence in schools.
Administrators, teachers and parents have long been aware of the benefit of logical consequences. Children respond better with consistent and leveled consequences to their behaviors. When there is a mismatch between the, “crime,” and the punishment, children begin to push the limits. Although the concept includes, “harsh predetermined disciplinary consequences,” often times this is not the case. (Mayer, 2008). School officials, “may in practice offer wide discretions regarding disciplinary consequences for violations of codes of conduct resulting in discretion based on other factors such as gender, race or disability, (Mayer, 2008).” Teachers use their digression in order to educate students. However, it is inappropriate and ineffective for a policy to be strict and scripted for some students while other students are granted discretionary action.
Zero tolerance polices have worked to offer logical and consistent consequences, but often fail to do so. These practices, “have generally involved… predetermined disciplinary consequences such as long-term suspensions or expulsion for violations of the school code of conduct in areas involving drugs, alcohol, aggressions and having weapons, (Mayer, 2008).” However research suggests that, “repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency, (Mayer, 2008).” Students exhibiting such extreme behaviors need the support and structure of school, exclusionary practices do not teach more appropriate behaviors, they push the student farther way. Alternatively this procedure has lead, “to situations where non-violent children are being suspended or expelled for behaviors unrelated to the purpose of the policies which is reducing school violence (e.g. taking a Midol for menstrual cramps or a kindergartener bringing a butter knife to school… (Mayer, 2008).” Zero tolerance policy both pushes away students who are displaying violent behavior and are in need of the school support and also well-meaning students who accidently break a minor rule and face extreme consequences.
Education is an extremely evidence based field. Practices are constantly improved and reworked according to data. Surprisingly, “there has been little direct research on “zero tolerance” policies, (Mayer, 2008).” Still, any research that has been conducted does not support zero tolerance policies and suggests these policies do little to reduce school violence, if at all. These harsh and misused practices do not do what they where envisioned to do. Why is it that some schools are still using these unacceptable practices?
Alternatively, many argue that as opposed to focusing on the punishment and the crime, our attention should be directed to developing a positive school climate. A comprehensive school-wide plan is not only necessary for school safety it is also critical in a students development and academic success. Although it takes time and commitment, there are evidence-based programs that can be enacted in schools instead of weak zero tolerance policies. This includes factors such as building positive relationships across the school, setting high expectations, providing positive behavior supports and developing social and emotional skills in students and parent and community involvement. A positive and stable school climate helps to prevent and reduce the prevalence of school violence. (Mayer, 2008) Opponents to zero tolerance policies suggest schools move toward building positive school environments to reduce violence incidents.
In response to concerns of violence in schools, administrators have turned to varied approaches. Some approaches proving more successful than others. Zero tolerance policies in particular are not a strong approach to reducing and preventing violence. The strict policy is often not implemented consistently. Administrators and teachers are either not willing or not able to offer predictable and scripted consequences for students. Also, the implementation of zero tolerance may have unintended consequences. There have been cases of zero tolerance policy harshly punishing students for minor offences and cases of students with violent behavior being expulsed for school, driving them further away from potential success. Suspended students do not benefit from the consequence. Lastly, there is no research to support the use of zero tolerance procedures over other models. It is more beneficial to use systems and procedures to build a strong school community and climate. With the resources and policy in place to develop a positive school community, schools will see a reduction in school safety issues and a stronger learning atmosphere all around.
Matthew, Mayer. "Fact Sheet: Overview of School Violence Prevention." Consortium to Prevent School Violence. 1 Nov. 2008. Web. 28 Oct. 2014. <www.preventschoolviolence.org>.
The following is an example of a persuasive mentor text.
Digital Literacy: Necessary in Elementary Instruction
“Welcome to the second decade of the 21st century, where information has been globalized, digitized, and sped up to move at the speed of thought, (Morrell, 2012).” Like it our not, our economy is becoming globalized and technology is advancing rapidly. Society shares a growing dependence on technology and therefore the skill of digital literacy is necessary. As defined by the American Library Association, “Digital Literacy is the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” With the growing prevalence digital information students must be able to access, interpret, and use this platform. Additionally, digital literacy aids in instruction allowing a teacher to more flexibly differentiate instruction and provides incentive and motivation for students. Some people argue that digital literacy should not be addressed in schools with the prevalence of potential danger on the Internet. However, teaching digital literacy in schools give teachers a platform to model, scaffold and educate on Internet safety and etiquette. Ultimately, the use of technology and digital literacy should play a predominate role in education.
Students need to be constantly developing and honing their evaluative and critical digital literacy skills. These experiences help them acquire the understanding necessary to function in our changing society. “Our students are not spending enough time in school learning how to evaluate those things we want them to critically judge for the rest of their lives-newscasts, Web sites, print ads, commercials, allot propositions, and politicians (Gallagher, 2011).” Gallagher suggests these skills must be developed and in turn students will transfer these skills and begin to make comparisons in the literature that they are reading in academic areas. Working with technology and developing digital literacy skills is, “sharpening student’s abilities to evaluate and judge, (Gallagher, 2011).” When students have developed these kills they are able to look at their surroundings with a critical lese and actively participle in the digital world.
Implementing a curriculum that includes digital literacy skills can aid in instruction. When digital literacy skills are intentionally taught and then developed and enhanced through meaningful projects, students become motivated and engaged. We know, “when people write about something they lean it better,” and the importance of writing for a real audience, (Tompkins, 2012). Why not have students create and publish work in a digital format? A strong literacy curriculum will include multiple opportunities to work with technology and develop digital literacy skills. “The Internet has created a completely new way for students to correspond with people around the world, (Tompkins, 2012).” The growing globalization of our world presents opportunities and connections like never before. It is important for the education system to take advantage of these opportunities and enhance learning. Also, reluctant or challenged students may find this platform a more appropriate way to express themselves. Digital literacy skills not only enhance curriculum it can motivate and inspire students.
Some people argue that the Internet is a dangerous place and students can get into trouble. They are concerned students might access inappropriate material, be subject to predators, or expose too much personal information. Although these are valid concerns, students will certainty at some point be exposed to technology during their youth, it is important to equip them with the experience and tools to properly navigate the sea of technology. It is true that the digitalization of our society presents some challenges, but if we actively address these potential hazards, we can help prevent the chance of trouble.
Appropriate digital literacy curriculums offer teachers the opportunity to monitor their students’ online activity and teach them how to stay safe on the Internet. Digital literacy education not only teaches students how to navigate and interpret technology, it also teaches etiquette. Tompkins suggests, “With instruction and practice students will become responsible netizens (a blend of internet and citizens) (Tompkins, 2012).” Students can become members of the digital literacy community. The teacher can scaffold experiences to prepare students at each stage of their development. In exchange, students will learn to become respectful participants of the digital world. They will understand proper and kind behaviors in discussion groups, social media, etc. They will demonstrate grammatical correctness when appropriate but be able to access emojicons and cyber shorthand (ttyl, lol, brb). Students will gain the ability navigate and evaluate the digital world for a multitude of reasons. “Because doing so enables them to develop the critical lenses necessary to navigate their consumer-driven culture, a facet of American life that isn’t going away anytime soon, (Gallagher, 2011).” Students are growing up in a technology driven society, it is important to prepare them to safely and effectively use digital literacy skills.
Digital literacy is not only important in elementary education it is necessary. Living in a digital age, students must be able to access and evaluate the digital world. These skills can also be applied to academic and life subject areas. Engaging in the meaningful use of technology can encourage a student to accomplish greater tasks. They can also be used to help a teacher differentiate and assess learning of many students at once. Although there are safety concerns with allowing students access to the Internet, with proper scaffolding and monitoring the value will outweigh the risk. It is extremely important to teach students the skills necessary to negotiate the digital world. The more appropriate experiences a student has, the stronger the digital literacy skills they will develop.
Gallagher, K. (2011) Write Like This: Teaching Real World Writing Through Modeling & Mentor Texts. Portland, ME: Stenhouse Publishers
Morrell, Ernest. “21st-Century Literacies, Critical Media Pedagogies, and Language Arts.” The Reading Teacher 66.4 (2012): 300-302. Print.
Tompkins, G. (2012) Teaching Writing: Balancing Process and Product (6th Ed.) Boston, MA: Allyn & Bacon
The following is an example of an argument mentor text
Say No To Zero Tolerance Policies in Schools
With growing concerns about the safety in schools, many administrators have turned to the use of zero tolerance policies. Zero tolerance policies in schools are not an effective procedure in the effort to prevent school violence and to build school climate. Implementation of zero tolerance can be inconsistent and unpredictable, policies can be restrictive placing improper punishment on students, and there is no evidence to support the success of zero tolerance policies. Zero tolerance policies may even be counterproductive to the reduction of violence in schools.
Administrators, teachers and parents have long been aware of the benefit of logical consequences. Children respond better with consistent and leveled consequences to their behaviors. When there is a mismatch between the, “crime,” and the punishment, children begin to push the limits. Although the concept includes, “harsh predetermined disciplinary consequences,” often times this is not the case. (Mayer, 2008). School officials, “may in practice offer wide discretions regarding disciplinary consequences for violations of codes of conduct resulting in discretion based on other factors such as gender, race or disability, (Mayer, 2008).” Teachers use their digression in order to educate students. However, it is inappropriate and ineffective for a policy to be strict and scripted for some students while other students are granted discretionary action.
Zero tolerance polices have worked to offer logical and consistent consequences, but often fail to do so. These practices, “have generally involved… predetermined disciplinary consequences such as long-term suspensions or expulsion for violations of the school code of conduct in areas involving drugs, alcohol, aggressions and having weapons, (Mayer, 2008).” However research suggests that, “repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency, (Mayer, 2008).” Students exhibiting such extreme behaviors need the support and structure of school, exclusionary practices do not teach more appropriate behaviors, they push the student farther way. Alternatively this procedure has lead, “to situations where non-violent children are being suspended or expelled for behaviors unrelated to the purpose of the policies which is reducing school violence (e.g. taking a Midol for menstrual cramps or a kindergartener bringing a butter knife to school… (Mayer, 2008).” Zero tolerance policy both pushes away students who are displaying violent behavior and are in need of the school support and also well-meaning students who accidently break a minor rule and face extreme consequences.
Education is an extremely evidence based field. Practices are constantly improved and reworked according to data. Surprisingly, “there has been little direct research on “zero tolerance” policies, (Mayer, 2008).” Still, any research that has been conducted does not support zero tolerance policies and suggests these policies do little to reduce school violence, if at all. These harsh and misused practices do not do what they where envisioned to do. Why is it that some schools are still using these unacceptable practices?
Alternatively, many argue that as opposed to focusing on the punishment and the crime, our attention should be directed to developing a positive school climate. A comprehensive school-wide plan is not only necessary for school safety it is also critical in a students development and academic success. Although it takes time and commitment, there are evidence-based programs that can be enacted in schools instead of weak zero tolerance policies. This includes factors such as building positive relationships across the school, setting high expectations, providing positive behavior supports and developing social and emotional skills in students and parent and community involvement. A positive and stable school climate helps to prevent and reduce the prevalence of school violence. (Mayer, 2008) Opponents to zero tolerance policies suggest schools move toward building positive school environments to reduce violence incidents.
In response to concerns of violence in schools, administrators have turned to varied approaches. Some approaches proving more successful than others. Zero tolerance policies in particular are not a strong approach to reducing and preventing violence. The strict policy is often not implemented consistently. Administrators and teachers are either not willing or not able to offer predictable and scripted consequences for students. Also, the implementation of zero tolerance may have unintended consequences. There have been cases of zero tolerance policy harshly punishing students for minor offences and cases of students with violent behavior being expulsed for school, driving them further away from potential success. Suspended students do not benefit from the consequence. Lastly, there is no research to support the use of zero tolerance procedures over other models. It is more beneficial to use systems and procedures to build a strong school community and climate. With the resources and policy in place to develop a positive school community, schools will see a reduction in school safety issues and a stronger learning atmosphere all around.
Matthew, Mayer. "Fact Sheet: Overview of School Violence Prevention." Consortium to Prevent School Violence. 1 Nov. 2008. Web. 28 Oct. 2014. <www.preventschoolviolence.org>.